• 컴퓨터교육학회논문지
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• 제21권4호
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• pp.21-27
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• 2018

전 세계적으로 4차 산업혁명에 따라 필요한 인재를 양성하기 위하여 로봇을 필두로 한 소프트웨어 교육이 진행되고 있다. 이에 따라 로봇 교육에 대한 수업 전문성이 요구되지만, 선행 연구에서는 로봇에 대한 예비 교사의 태도가 부정적이었다. 이러한 문제를 해결하기 위하여 본 연구에서는 변인에 따른 로봇에 대한 예비 교사의 태도 차이를 분석하였다. 본 연구에서 연구 대상은 K 대학에 다니고 있는 309명의 예비 교사이며, 예비 교사의 로봇에 대한 태도를 측정하기 위하여 로봇에 대한 부정적인 태도 측정척도를 검사 도구로 사용하였다. 연구 결과, 예비 교사는 성별, 로봇의 조작 경험, 로봇 관련 수업의 수강 경험에 따라 로봇에 대한 태도가 다른 것으로 나타났다. 특히, 여성보다 남성이, 로봇의 조작 경험과 로봇 관련 수업의 수강 경험이 있을수록 로봇에 대한 예비 교사의 태도가 긍정적으로 나타났다. 반면에 매체를 통한 로봇의 경험은 로봇에 대한 예비 교사의 태도에 영향을 주지 않은 것으로 나타났다.

• 공학교육연구
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• 제26권6호
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• 수산해양교육연구
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• 제22권3호
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• pp.374-387
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• 2010

This study presumed that pre-service elementary teachers' stereotypical attitude toward foreign groups is critical factor to be considered in the context of Korean multicultural education. 422 pre-service elementary school teachers rated repeatedly seven ethnic groups on thirteen semantic differential scales which consist of four factors; attractiveness-unattractiveness, superiority-inferiority, rationality-irrationality, and aggressiveness-compliance. A series of repeated measure MANOVAs were used to test variability in pre-service elementary school teachers' stereotypical attitude across foreign groups. They rated Japanese the most positive, but Chinese the most negative, and others more or less positive in overall attitude. Their ratings of each ethnic group also varied across four attitude factors. Japanese and Whites were classified into the most attractive and superior, and moderately rational and aggressive groups. In contrast, Chinese were rated as the most unattractive, inferior, irrational, and moderately aggressive one. Southeast Asians were rated as attractive, compliant, and inferior one. In contrast, Arabians were rated as unattractive, aggressive, and moderately superior one. Finally, North Koreans were rated moderately superior, the most aggressive and irrational one. All these findings were discussed in terms of multicultural education in Korea.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.449-458
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• 2007

The purpose of this study was to investigate the effect of the 'Chemistry and Experiment' course employing the Small-Scale Chemistry(SSC) experiment on the 30 pre-service elementary teachers' attitude toward laboratory work and their science teaching efficacy. This study also examined the perception of the pre-service elementary teachers about the SSC experiment. In the result, there were found significant interactions between the treatment and prior level in attitude toward laboratory work. The attitude toward laboratory work of low-level pre-service teachers was improved while that of high-level pre-service teachers remained unchanged. However, there was no significant change in their beliefs regarding science teaching efficacy. Through the analysis of questionnaire, it was also found that they had positive perceptions about the SSC experiment, and most of them as pre-service teachers found the SSC experiment helpful to teach chemistry experiments.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• 수산해양교육연구
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• 제28권2호
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• pp.502-514
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• 2016

The purpose of this research is to identify the level of number sense, the attitude toward mathematics and the mathematics teaching efficacy of pre-service elementary special education teachers and to verify the mediation effect of mathematics teaching efficacy between number sense and attitude toward mathematics. 70 university students participated in research. The results from this study are as following: First, the level of number sense among pre-service elementary special education teachers was not so high. They had negative attitude toward mathematics and their mathematics teaching efficacy was on the average level. Second, positive correlationships were shown between number sense and attitude toward mathematics and between number sense and mathematics teaching efficacy. The mediating effect of the mathematics teaching efficacy in the relationship between number sense and attitude toward mathematics was found. The limitations of the study and directions for future studies were discussed.

• 대한공업교육학회지
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• 제38권1호
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• pp.87-103
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• 2013

이 연구는 공학계열 예비 교사들이 가지는 공학 태도와 교사효능감을 파악하고 그 차이의 유효성을 분석하였다. 그리고 공학 태도와 교사효능감의 상관관계 분석을 통하여 공학계열 예비 교사교육의 질 개선 방안을 제시하고자 한다. 이에 따른 연구의 결론은 다음과 같다. 첫째, 공학계열 예비 교사들의 공학 태도는 보통(3.00)이하, 교사효능감은 보통 이상(3.00)으로 나타났다. 둘째, 전공과 학년은 공학 태도 및 교사효능감 간에 유의한 상관관계가 있는 것으로 나타났으나, 성별 요인은 유의한 차이를 보이지 않았다. 셋째, 공학 태도와 교사효능감 간의 상관관계는 특정한 하위 영역에서 통계적으로 유의하게 나타났다. 이에 공학계열 예비 교사를 양성하는 교육기관에서는 공학적 특성인 실천 및 행동적 특성과 학습자의 수준을 고려한 현장 중심의 교사 양성 교육과정을 운영하고, 예비 교사들이 그 교육과정을 성실하게 이수할 수 있도록 교육적 지원을 한다면 공학 태도와 교사효능감은 졸업 시까지 점차적으로 향상 될 것이다. 또한 성별 요인은 유의한 차이가 없었으므로, 여성 또는 남성 예비 교사들만을 위한 별도의 교육프로그램을 개발 운영할 필요가 없을 것으로 사료된다.

• 한국초등과학교육학회지:초등과학교육
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• 제41권1호
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• pp.14-29
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• 2022

이 연구의 목적은 현행 초등 3~6학년 과학 교과서 '지구와 우주' 영역의 8개 단원 각 학습주제에 대해 초등 예비교사들이 수업에서 지도 가능하다고 판단하는 과학적 태도 하위 요소의 특징 그리고 이러한 분석 활동의 예비교사에게 미치는 교육적 효과를 조사하는 것으로, 구체적인 연구 결과를 요약하면 다음과 같다. 첫째, 이 연구에 참가한 예비교사들은 분석 대상 총 59개 학습주제 모두에 대해 교사용 지도서에 명시된 과학적 태도의 하위 요소보다 훨씬 더 다양한 하위 요소를 수업에서 지도 가능하다고 응답했다. 이러한 예비교사들의 응답에서 과학적 태도의 하위 요소 중 '호기심', '개방성', '증거의 존중' 등은 상대적으로 높은 지도 가능성을 보인 반면에 '실패의 긍정적 수용', '비판적인 마음', '판단의 유보' 등은 상대적으로 낮은 지도 가능성을 보였다. 또한 예비교사들이 지도 가능하다고 판단한 3~4학년군 학습주제와 5~6학년군의 학습주제 간 과학적 태도 하위 요소의 수나 하위 요소의 응답률 순서 모두에서 유사한 패턴을 보였다. 둘째, 초등 예비교사의 과학 교과서 속 과학적 태도의 하위 요소 분석 활동의 교육적 효과는 과학적 태도 하위 요소에 대한 이해 증진, 과학 수업 맥락에서 과학적 태도 하위 요소의 이해·적용 안목 함양 등으로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.458-475
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• 2015

The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multi-dimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.235-241
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• 2013

The purpose of this study is to find out eco-friendly attitude and level of knowledge about environment of pre-service elementary teachers and find relationship between these. In this study, we investigate and analyse with surveys about eco-friendly attitudes and environmental knowledge questionnaire targeting the 2nd semester of 2013 32 people of fast stream class 2nd grade. Also, we analyzed correlation between environmental knowledge and the test results of eco-friendly attitudes. Results for the analysis are as follows. First, pre-service elementary teachers' average of eco-friendly attitudes test result is 'cognitive area(60.22)> definitional area(53.69)> behavioral area(52.72)'. These results are re-service elementary teachers are knowledgeable about the environment, but they are passive at the execution act about environment. Second, the average of pre-service elementary teachers' environmental knowledge result is the highest to the protect the environment, for the average(26.25). It is interpreted that they acquired the most the knowledge related to the conservation of the environment. Third, It is no significant correlation between pre-service elementary teachers' eco-friendly attitudes and environmental knowledge. It means that although they acquired a lot of knowledge related to the environment, it is not affected to environmental friendly attitude putting ideas into action about environment.